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7/30/2019 The Student Learning System: Developing a framework for students to take ownership of their learning journeys
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ThePennsylvaniaStateUniversity
DepartmentofUndergraduateEducation
BachelorofPhilosophyProgram
TheStudentLearningSystem
Developingaframeworkforstudentstotakeownershipoftheirlearningjourneys
AThesisinInnovativeEducation
by
RachelThor
2013RachelThor
SubmittedinPartialFulfillmentoftheRequirementsfortheDegreeof
BachelorofPhilosophy
May2013
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ThethesisofRachelThorwasreviewedandapproved*bythefollowing:
*SignaturesareonfileintheDepartmentofUndergraduateEducation
TanyaFurman
AssistantVP/AssociateDeanofUndergraduateEducation
ChairofBachelorofPhilosophyProgram
JacquelineEdmondson
AssociateDeanforUndergraduateandGraduateStudies,CollegeofEducation
ThesisAdvisor
CarlaZembal-Saul
ProfessorofEducation,DepartmentofCurriculumandInstruction
ThesisAdvisor
KylePeck
ProfessorofEducation,DepartmentofLearningandPerformanceSystems
ThesisCommittee
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iii
ABSTRACT
Educationisthebackboneofournationasitpreparesthenextgenerationfortheiradult
lives.Lately,thatpreparationhascomeunderfiresincethenextgenerationsadultliveswilllook
muchdifferentthandidtheirancestors.Theissueofhowtoreformeducationhasspreadhighand
wideinAmerica,witheveryonelookingforthebigsolutiontofixtheeducationalproblem.Asingle
solutionisunlikely,however,becauseofsomanynuancedissuesfromdifferencecontexts,andso
wemustuncoverwaysthatallowforlocalizedsolutionstotakeplacethroughoutmanydifferent
contexts.
Thisthesisproposesaframeworkthatempowersstudentsatanyagetotakeownershipof
theirownlearningjourneysinordertoaffectlarge-scaleyetgrassrootschangeinhowstudentsare
beingeducated.InPart1IexplainmyownpersonaljourneyasastudentandhowIcametotake
ownershipofmyeducation.InPart2,Iexplainmyprocedureforlearningaboutlearningitself:a
month-long,cross-country,RVroadtourthatvisitedover20innovativeschoolsandeducational
organizations.Toeachofthemweasked,Whatmakeseducationinnovative,andwhatsthefuture
ofeducation?InPart3,Ipresentmy StudentLearningSystem frameworkbasedonthethemesthat
emergedfromthisroadtourandmypersonaleducation.InPart4,Ioutlinewhatisstillmissing
fromthisframeworkinordertoturnitintoapositivetoolforstudentempowermentandchange,
andwhatactionstepsshouldbetakeninordertocompletetheneededadditionalresearch.InPart
5IconcludethisthesisbyreaddressingtheinitialquestionIsetouttoanswer:Whatisalternative
education?
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TableofContents
LISTOFFIGURESANDTABLES.........................................................................................................v
Chapter1MyJourney..........................................................................................................................61.1MyUndergraduateExperience............................................................................................................61.2TheRoadtoTeaching ............................................................................................................................. 71.3FindingCouragetoWander.................................................................................................................. 81.4SerendipityLeadstoLearning.............................................................................................................91.5FocusingtheVision ...............................................................................................................................101.6PracticewhatyouTeach......................................................................................................................13
Chapter2TheEducate20/20RoadTour................................................................................. 162.1StartingBlindly.......................................................................................................................................162.2ReflectingandImproving(akaLearning) .....................................................................................182.3TheSchoolsandOrganizations .........................................................................................................20
Chapter3ThemesandObservations......................................................................................... 293.1TheStudentLearningSystem ............................................................................................................293.2-3.4DefiningtheQuadrantsoftheStudentLearningSystem..................................................32 3.2InternalActivation ................................................................................................................................333.2aPurposeandPassionSubjects ............................................................................................................343.2bLearningStyles .....................................................................................................................................353.2cPersonalReflection ..............................................................................................................................353.2dPhysicalHealthandSafety ................................................................................................................363.2eBeliefsaboutLearningandaboutonesAbilityintheWorld .......................................................373.2fAbilitytoInteractwithOthers ............................................................................................................383.3ExternalEnvironment..........................................................................................................................393.3aCurriculumContent .............................................................................................................................39
3.3bCurriculumDelivery ............................................................................................................................403.3cCurriculumAssessment.......................................................................................................................403.3dLearningEnvironment........................................................................................................................413.3ePhysicalGeography..............................................................................................................................423.3fLocalCommunityCulture ....................................................................................................................423.3gLocalCommunitysBeliefsaboutLearning .....................................................................................433.3hLearningGroups(Teachers,Mentors)..............................................................................................443.3iSocialGroups(Peers,Family) .............................................................................................................443.4SocietalStructure...................................................................................................................................463.4aPolicy,Legislation,andFunding ........................................................................................................453.4bLargerCultureandEthos ...................................................................................................................463.4cThePiecesTogether.............................................................................................................................47
3.5ComparisontoAnotherModel ..........................................................................................................493.6AgeAppropriatnessandtheRoleofOthersintheStudentLearningSystem ...................50
Chapter4OutlineofFutureResearchPlans............................................................................514.1TheFiveLevelFramework .................................................................................................................514.2FutureResearchNeedsforeachLevel............................................................................................544.3PlansforhowtoCollectData .............................................................................................................55
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v
Chapter5Conclusion.......................................................................................................................56
ListofFiguresandTables
Figure1.6aEducate20/20RVSideWrap...................................................................................................15
Figure1.6bEducate20/20RVBackWrap.................................................................................................15
Figure2.1Mapofcitiestovisitontheroadtour......................................... ............................................ 17
Table2.3SchoolsandOrganizationsvisitedbyEducate20/20......................................... ..............20
Figure3.1aTheStudentLearningSystemRings......................................................................................30
Figure3.1bTheStudentLearningSystemQuadrants...........................................................................32
Figure3.1cTheStudentQuadrant ........................................ ............................................ ............................. 16
Figure3.2InternalActivationQuadrants....................................................................................................33Figure3.2aPurposeandPassionSubjectsQuadrant...............................................................................................34Figure3.2bLearningStylesQuadrant............................................................................................................................35Figure3.2cPersonalReflectionQuadrant ..................................... ........................................ .......................................35Figure3.2dPersonalHealthandSafetyQuadrant....................................................................................................36Figure3.2eBeliefsaboutLearningandAbilityQuadrant ....................................... ......................................... .....37Figure3.2fAbilitytoInteractwithOthersQuadrant...............................................................................................38
Figure3.3ExternalEnvironmentQuadrants.............................................................................................38Figure3.3aCurriculumContentandSkillsQuadrant..............................................................................................39 Figure3.3bCurriculumDeliveryQuadrant..................................................................................................................40Figure3.3cCurriculumAssessmentQuadrant............................................................................................................40Figure3.3dLearningEnvironmentQuadrant.............................................................................................................41Figure3.3ePhysicalGeographyQuadrant .................................... ........................................ .......................................42Figure3.3fLocalCommunityCultureQuadrant........................................................................................................42Figure3.3gLocalCommunity'sBeliefsaboutLearning ..................................... ........................................ ............43Figure3.3hLearningGroupsQuadrant.........................................................................................................................44Figure3.3iSocialGroupsQuadrant.................................................................................................................................44
Figure3.4SocietalStructureQuadrants......................................................................................................45Figure3.4aPolicy,Legislation,andFundingQuadrant..........................................................................................45Figure3.4bLargerCultureandEthosQuadrant ..................................... ........................................ ..........................46Figure3.4cThePiecesTogether........................................................................................................................................47
Figure3.5aUrieBronfenbrenner'sEcologicalSystemsTheory........................................................48
Figure3.5bBronfenbrenner'sModelHighlightedontheStudentLearningSystem...............48
Table4.1TheStudentLearningSystemHighlightedinTheFiveLevelFramework...............52
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Chapter1
MyJourney
Theimportanceofprocessandthejourneyeachstudentwilltakeoverthecourseofhisor
herlifetimecannotbestatedenough.A learningjourneyisthesetofexperiencesthatinforma
personsintake,application,andoutputofnewinformation,ideas,beliefs,andskillsthroughout
thatpersonslifetime.Mythesisisallaboutempoweringstudentstotakeownershipoftheir
learningjourneysbecauseoftheenormousbenefitIfeltupontakingownershipofmyown.Thisis
thestoryofmytakingownership,inordertofullyarticulatewhyIadvocateitforotherstudentsas
well.
1.1MyUndergraduateExperience
Ienteredcollegeinfall2008withaninterestingproblem.Whilemanyofmypeerswere
strugglingtofindmerelyonethingthatinterestedthem,Iwasparalyzedbytheboundlesscuriosity
andpassionIfeltforsomanyareasoflearning.Iresolvedtoholdontomypassion.Ivechosen
majorsbasedonwhatmademefeelalive,andsinceIstartedcollegeIvebeenapsychologymajor,
thenphilosophy,thenart.WhenItransferredtoPennStatemythirdyear,Ibecamearecreation,
parks,andtourismmajor,thenaddedarteducation.ThroughoutthosefouryearsIstudiedabroad
twice:onceinHeidelberg,Germany,andonceinDwesaCwebe,anaturereserveinSouthAfrica.I
alsospentasemestertakingallmyclassesatPennStatesnaturecenter,ShaversCreek.
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Tomost,thispathlooksunreasonable,unprofessional,andunplanned.Butitstrulyaresultofme
knowingmyselfdeeplyandknowingthattheroleIwanttoplayinsocietywillinvolveknowledge
fromallofthesefields.
1.2TheRoadtoTeaching
Myreasonforwantingtobeateachersincehighschoolwerebasicallythis:Isawteaching
asawaytoinstillasenseofpurpose,awe,confidence,andcriticalthinkingintostudentsatages
whentheyneeditmost.IwantedtoensurethatothershadtheopportunitiestolearnandgrowasI
did,andthatswhyIwasbeyondexcitedtofinallyfindthemajorIwantedtograduatein:art
education.
However,shortlyintoit,Ifeltunrest.Iwasexpectingeducationclassestobethemosthands
on,buttheyoftenremainedinlecturestyle.Iwasexpectingthemtobepersonallymeaningful,but
feltthemindsetbehindtheseclasseswasmoreinterestedinprovidingtomethecontentIoughtto
callmeaningful.PauloFreirecalledthiskindofinformation-depositlearningthebankingmodelof
education(Freire,1970).Iexpectedtheseclassestounderstandthelimitedsuccessofthisbanking
modelonstudentmotivationandretention,butIfoundthemoddlydefendingit.WhenIsawother
educationmajorshatingtheseclassesandassignments,fallingasleepinorskippingclass,Ifelt
horrified.Icouldntbelievehowunmotivatedsomeofmyfellowstudents,andteachersalike,
appearedtobe.Iknewsomethingwasfundamentallywrongwithhowthiseducationwasworking,
andhowitwaspreparingfutureeducatorstoeventuallybringthesesamelearning-negative
patternsintotheirownclassrooms,forlackofknowingabetteroption.Iknewsomethinghadtobe
done,formyownabilitytoteachandforothers,butIwasntyetsurewhat.Luckily,Imadea
decisiontotakeatripthatsummerwhichhelpedstartthesparkthatchangedeverything.
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1.3FindingCouragetoWander
Inthesummerof2012,Itookaroadtripthatchangedmylife.Itraveledwithotherfriends
insearchofsocialinnovationacrosstheeastcoast,andfoundultimatelythatthemostinspiration
andlearningcamedirectlyfromthelongconversationswehadintheRVtogether.Onthattrip,I
discussedmyfrustrationwiththisparticulareducationmajor,andmygrowinginterestin
entrepreneurship,andwasencouragedtocreatemyownanswer.IlearnedaboutaPennState
programfromfriendsatNewLeafInitiativecalledtheBachelorofPhilosophy(BPhil)program.IfI
gotin,itwouldallowmetobecreativeandlearnabouteducationinawaythatwasengaging,
challenging,andhandson.IgothomefromthatRVtripinJulyandimmediatelybeganwritingup
syllabiforclassesIplannedtocreateformyself.Iwasonceagainenlivenedandfeltsuchadriveto
create,workhard,andsucceed.Thiswasascaryprospectthough,andIrealizedIhadfoundthe
couragetowanderintoveryunknownterritory.
IspenttherestofmysummerpreparingforschoolbyresearchingtheBPhilprogram,
creatingclasscombinationsthatmadesense,andkeepingablogtotrackmyprocess.Sinceprocess
issoimportanttothisjourney,Illincludesomeblogpoststhroughoutthethesis,italicizedandkept
inthepresenttensetheywereoriginallywrittenin,asindicatorsofhowmyprocessingcontinued
overtheyear1.InearlySeptember,IwrotethisposttosummarizewhereIwasatthetime .
September6,2012
Overthepast3months,IvespenthourswritingsyllabiforclassesImighteventually
take,readingbooksandlisteningtospeakerstalkabouteducation.Thenumberone
questionpeopleaskmewhenIexplainwhatitisImdoingis,whatexactlyIS
alternativeeducation?Perhapsalternativeeducationisnotathingtobedefined,
1BlogpostsfromChapter1canbefoundatwww.alternativeadventure.wordpress.com
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butratheraforesttobeexploredIhavetakensuchownershipoftheclassesImin
now,becauseIwastheonewhochose,andcreated,allofthem.
Thepointofmytraditionalclassesistoexploreawiderangeofcontent,andmore
importantly,teachingstyleswithinhighereducation.Thepointofmyindependent
studyclassesistogetoutsidetheclassroomandbegintryingthingsinordertolearn.
Overall,theseclassesmaychangeandthethingsIlearnmaynotmatchupwithmy
hypotheses,butIwilllearnmanyusefulthings,mostdefinitely,andbeableto
summarizenotonlymylearningforitsownsake,buthowtheprocessImlearningby
canbescaledforotherstobenefitfromaswell.
Myclassesdidinfactchange,andImglad.WhatIneededwasareal-lifeventuretostart,
somethingtocommitto.IspentSeptember-Octoberattemptingtoordermythoughtsand
priorities.Ihadmultipleideasforprojectsthatwereinbuddingstages.Iwasinaperiodofwaiting
andlisteningfortherightprojecttojumpoutandpullmein.
1.4SerendipityLeadstoLearning
InOctober,Ibeganlookingatplacesthatcouldhelpmelearnaboutinnovativethings
happeningineducation.OneplaceIfoundisAshokaU,andtheirFebruaryconferenceinSanDiego
(USD)calledtheAshokaUExchange.AshokaUisanetworkofhighereducationinstitutions
workingtobringmorerelevancetohighered.Intheworldtheyenvision,facultymembersbring
theirpassionandskillstotheclassroom,studentsbringtheirentrepreneurialthinkinganddesire
foractivelearningandtogethertheycreatecampusenvironmentswherepeopleworktogetherto
solvereal-worldproblemsinnewandcreativeways(Ansari,2010).Ashokaswidepresenceacross
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wholeuniversitiesgivesitthescaleneededtoaffectmulti-institutionalpositivechange.IknewI
neededtogotothiseventtomeettopeducationinnovators.
September24,2012
IvebeenacceptedtoattendtheAshokaUExchangeinSanDiegofromFeb21-23!Ive
alsobeenacceptedtopresentmythesis(whichIstillhavenoclueabout)attheirIdea
Hubinordertoaskforfeedback,resources,partnerships,etc.,whichissoexcitingand
willdefinitelyhelpmenetworkandmoveforward.Carlahasfoundationfundingthat
hascoveredmyregistrationcosts.Nowasforgettingthere
TherearequiteafewofusgoingtotheExchange.WealltalkedabouttakingtheRV
onatriptotheexchange.Westartedanemailthreadtoseewhowasinterested,and
withindayspeoplefromAshokaweretellingushowexcitedtheyareforthistripto
happen!
Weblinkedoureyesandfiguredwebetteractuallydoit.Itsperfectforme.Wellbe
stoppinginreallyinnovativeschools,campuses,andco-workingspacestomeetwith
greatmindsandcollectivelyusetheRVtimetocreateavisionforAmericanEducation
in2020,andhowtogetthere.Ivebeenbusythisweekputtingtogetherateam,
itinerary,budget,andwebsitetomakethistriphappen.AlanandSpudarepullingin
awesomefriendsandcolleagueswhowanttocomeonthetripwithus,andwereall
lookingintofundingoptions.
SoforallofFebruary,Illhavemyfirstlarge-scaletravelingspreetostartcollecting
dataformythesis.
1.5FocusingtheVision
Soontherewerebetween6-12peoplecommittedtothetrip.Somehadfoundedtheirown
educationventures,somewerestillPSUstudents,somewereretiredelementaryschoolteachers,
andallwerepassionateaboutfindingwhatispositiveineducationtoday.Wewerespread
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geographicallyallacrosstheeastcoastfromStateCollege,toDC,toAltlanta,GA.Withinourfirst
Google-Hangout(theonlywaywewereeverabletosharespacetogetherforthosemonthsbefore
thetrip)wehadchosenanameforthetrip:Educate20/20.Itservesthedoublemeaningoffinding
a20/20visionforthefutureofeducationandcreatingpositivetransformationinschoolsbythe
year2020(Thor,2012).WebegandividingrolesandIwasofftocreatethefirstlegofthetripthe
informationrequiredtostartspreadingtheword.
IspentOctoberandNovemberdoingtwothings.Thefirstwasorganizinglogisticsforthe
roadtouritself.Theseincluded:creatingawebsiteandultimategoalofthistour,thevisionfor
duringandafter,thecalendaroftravelersontheRV,identifyingtheplaceswearestoppingat,what
questionsweareasking,howweregettinganRV,parkingineachcity,foodfor10peoplefora
month,howtogetthewordoutthroughsocialmediaaboutthetour,whatourbudgetwillbe,and
howtoraisethatmoneytomakeitallhappen.Itfeltliketherewereamillionthingstodoinjust
threemonthstime,soIbeganlearningabouthowtouseflattenedleadershipandbecomeacatalyst.
Acatalystisaroleemergingindecentralized(noCEO)organizationsandgroups.Acatalyst
interactswithpeopleasapeerandfriend.CEOsarepowerfulanddirective:theyreatthehelm.
Catalystsareinspirationalandcollaborative.Theythriveonambiguityandapparentchaos.
Catalystsdowellinsituationsthatcallforradicalchangeandcreativethinking.Flattened
leadershiprequireseachmemberofthegrouptakeoncreative,group,anddecision-making
responsibilitytoensurethatthegroup/organizationwillgrowfastandadaptevenfaster(Brafman,
Beckstrom,2006).
Thiswasthehardestfewmonthsofmyentireacademiccareer.Ispenteverydayworking
from9:00amuntil9:00pm,meanwhilelearningcode,organizingthegroup,reachingoutfor
supportandmakingdecisionsabouttheproject.
OnDecember5,Iwrote:
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Wehaveofficially,finally,gotteneverythingdonefortheEducate20/20websiteand
indiegogocampaign,andhavestartedtospreadthewordtoournetworks.Weve
gainedover100likesinjustaday,andwerehopingtogetagoodchunkofour
indiegogofundedbynextweekwhenourGOODarticlecomesout(Abrams,2012)!
Thingsarereallymovingfast,andImreadytofly.
ThesecondpieceIworkedonwastheresearchsideofthisjourney.Iwasbeginningmy
literaturereviewonwhatisandisntworkinginK-12.Fromthatreview,Idecidedtohoneinona
newassessmenttechniquethatwouldallowteachers,admin,andgovernmentthesuccessdatathey
requirewithoutneedingtorelysoheavilyoncontent-basedstandardizedtesting.Iwassureatthis
pointthatothershadalreadyfoundthatsolutionandsoIwantedtoseehowtheymanagedto
createbrightspots.Ifirstfoundmanyplacesthatsetnewstandardsforwhatskillsarethemost
importantforstudentstolearn,inadditiontothecommoncourses,oftencalled21stcenturyskills
(Partnershipfor21stCenturySkills(P21),2002).
December10,2012
AccordingtoThePartnershipfor21stcenturyskillsweneed
o coresubjects(3Rsand21stcenturythemesGlobalAwarenessFinancial,Economic,BusinessandEntrepreneurialLiteracyCivicLiteracyHealthLiteracyEnvironmentalLiteracy),
o learningandinnovationskills(4Cscriticalthinkingcommunicationcollaborationcreativity),
o lifeandcareerskills,o Information,media&technologyskills(P21,2002).
Iwasbeginningtograspatalargerpicture,butcouldntseeityet.Noindividualissuefelt
likethewholething,soIwouldsecond-guessmyselfinfocusingonit.SincethewholeEducate
20/20grouphadstrongertiestohighereducationthantoK-12,webeganleaningthatwayinthe
peoplewetalkedto,theschoolswedecidedtovisit,andthequestionsweasked.Wethendecided
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thatsinceHigherEducationhassuchdifferentissuesthanK-12does,itwashelpfultochooseonly
onehigheredandbeabletodivemoredeeplyintothat.
1.6PracticewhatyouTeach
Logistically,whatIinitiallysawasa$5000budgettomakethetourhappenrealistically
became$15-20k,andthestakesgothigher.Wepushedoutahugecrowd-fundingcampaign
throughIndiegogo2andonlygotaround$4000.Webegansearchingforcorporatesponsorsto
whomwecouldprovidePR,andhadlittlesuccess.Ilearnedquicklyabouttheartofpitchingmy
producttodifferentgroupswithdifferentinterests,andalwayshighlightingthevaluetheywill
receive.Ilearnedhowtomakesponsorshipdocuments,legalagreements,andbeverycreativein
howmyproductprovidesvaluetothem.Alas,wewereapproachingmid-Januaryandhadonly
about$8ktoshowforit.IwouldstillneedseveralthousanddollarsbyJan18 thifthistripwere
goingtohappen.Intelligent,fastfailureisanimportantprincipletaughtinmostbusinesstodayand
inanythingentrepreneurial,becauseitsthefastestwaytolearn(Matson,1991).Ihadbeentelling
othershowimportantfailurewas,butitwasinthattimethatIunderstooditformyself.
January11,2013
Ithoughtfailuremeantthattheprojectwonthappen.Wewonthaveenough
confirmedstops,wewonthaveenoughfunding,wewontbeabletopresentatthe
exchange,sowecancelthetrip.ThatkindoffailureIcanlivewith.Icanevenlearn
fromitInsevendayswehaveourdeadlineforfundraising.Itsourgo/no-godatefor
theFebruarytour,andifwedontgetatleast$2,000-$8,000morebeforethen,the
Februarytourwonthappen.Evenifwegetthat,wewonthaveanRVwraporany
corporatesponsors.Itseasyformetoassumefailureonthatdate,cancelthetour
2indiegogo.com/educate2020roadtour
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andpotentiallyrescheduleitforAprilwhenmoresponsorsandthewrapcompanywill
beavailabletohelp.
Butthatmightnotbewhathappens.
Whatmighthappenisthatweget$2000thisweek,andthatsall.Thatmeansthatwe
goonthetour,butwehavenoextramoney,wehavenowrap,wehaveminimal
partnerships,time,etc.Itmeanstome,thatwepresentahalf-assed,sub-parproduct,
whichisafarworsefailureformethancanceling.Itfeelshumiliatingtoperformat
lessthanperfect,whichiswhatthistour,takeninFebruary,feelslikeitmightbe.Its
thatkindoffailurethatscaresme.
ItprobablyscaresmebecauseImsousedtothisphasebeingthefinalproducteven
thoughthetypeofinnovativeeducationImproposingwouldhavemetakethisless-
than-perfecttourandlearnfromit!Imstillinthemindsetofgradingthistourinmy
head,andifithappenswithourcurrentresourcesIdgiveitaC,whichfeels
unacceptable.ButifIgradeitonamasterybasis,Iwouldntgradeitwithfinality,I
wouldinsteadgiveitfeedback,figureoutwhatwentwellandwhatcouldbebetter,
andtryagain.
Whenitsdefinedthroughalensofnovice,practice,andmastery,thistourisnta
failure,itisntaC,anditreallyisnthalf-ass,becausewevebeenputtingeverything
intoitthatwehave.Thistourisastepintheprocess.AndifIdreamaboutturning
thisintosomethingelseastudyinbroadforeducationmajorsperhaps,witha
businessmodelandeverythingthenthisisanimportantfirststep.
Itwasonlyinexperiencingthislessonofseparatingfromtheoldsystemofgradingmyself
thatIwasabletostepawayfromthefearofnotgettingeverythingperfectthefirsttime.IfeelIve
trulybegunembracingthatprincipleinpracticeandnotjustinpreachingit,whichisanincredible
steptotake.
OnJanuary18th,exactlyourgo/no-godate,weacceptedtwomorecorporatesponsors,
givingusenoughmoneytogettheRVwrapandtakethetour.Pieceswereconstantlyscaleddown
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tofitwhatresourceswehad,butitwasallpartoftheprocess.Wekickedintohighgearforthatlast
weekofpreparation,andonlygottheRVwrappedthedaybeforethetourbegan.
Figure2.6aEducate20/20RVSideWrap
Figure1.6bEducate20/20RVBackWrap
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Chapter2
TheEducate20/20RoadTour
Whilealsopartoftheentireprocessthatbroughtmetothisthesiswork,theroadtouritself
functionsasmymethodologyofcollectingdata.Ateachof16citystops,wevisitedpeople,schools,
andorganizationsdoinginnovativethingsineducation,withafocusonhighereducation.Wesetup
filminterviewswithmultiplemembersofeachorganizationthatwereapproximately45minutesin
lengthinordertodiscoverwhatmadetheseplacesinnovative.Wepurposelycollectedawiderange
ofviewsandgeographiclocationsinordertocapturethebreadthoftheconversationaround
highereducation.
2.1StartingBlindly
Afewdaysbeforewestartedthetrip,Iwrotethis 3:
January27,2013
Forme,thisisexactlywhatschoolshouldbe:mentorshelpingmeperusemypassions
inrealworldexperiences.Ivegrownsomuchoverthepast4monthssimplythrough
havingtoplan,leadagroup,keepaschedule,workoutlogistics,delegatetasks,learn
tosayno,talkanddealwithprofessionals,andfigureouthowtopayforitall.Icant
imagineabetterlastyearofschoolbeforeIjumpoutintotherealworldandgettodothisforaliving.
Duringthetrip,IhopeImeetmoreandmorelearnersandinstitutionsthatallowthese
typesoflearningsituationstooccurinuniversitysettings.Ithinktheresgoingtobea
3BlogpostsfromChapter2canbefoundatwww.educate20/20.com/blog
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growingmarketforstudentswhoarestillattendingtraditionaluniversitiesbutwho
wantthepersonalization,freedom,andflexibilityofanunschool-typeexperience.
OnJanuary30,2013,sevenofussteppedontotheEducate20/20RVandhittheroadfor
ourcityofabout15:NewYorkCity.
Figure2.3Mapofcitiestovisitontheroadtour
OurveryfirstinterviewwaswithCherylHeller,thefounderoftheirMastersinDesignfor
SocialInnovationattheSchoolofVisualArts.Beingourfirstinterview,webumbledaroundquitea
bit,taking45minutestosetupfilmgear,nothavinginterviewquestionsreadyandstilltryingto
decidehowitshouldflow.Luckily,Cherylwasgraciousandofferedusastorythathasstuckwithus
asamajorthemeforthisproject.
February2,2013
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InourinterviewwithCherylHelleryesterday,shereferencedastoryoflearninghowto
bikeinNYC.Theadvicethatstuckwithhermostwastofocusonwhereyouwanttogo,
notwhereyouaretryingtoavoidgoing.Ifyoufocusonthepotholesinthestreet,you
willendupridingintothepothole.Butifyoufocusonthe3 stripofpavementonthe
sideoftheroad,youwillendupdartingcarsandsidewalkpedestriansthroughthe
crowdedstreetsofthecitytosomehowmakeittothatpavement.
Thiswasasimpleyetpowerfulstorythathasstuckwithme.Itspeakstothe
importanceoffocusingonwhereyouwanttogoandthepositivestoriesof
transformativeeducationthatwillgetyouthere,ratherthangettingconsumedinthe
negativityofourcurrenteducationnarrative.Aswestarttoaskwhatwillthefuture
ofeducationlooklike?,weneedtobeginbylookingforwhatwehopetofind.Andin
doingso,theanswertothequestionwillunfold.Herstoryreinforcedmypersonal
motivationforbeingonthistripandourcollectiveintentiontofindthesestoriesall
aroundthecountry.
2.2ReflectingandImproving(akaLearning)
Immediatelyafterthatinterviewwedebriefed:whatwentwell,whatcouldbebetter,and
whatneedstobegottenridof?Weansweredhonestlyandbuiltoffeachother,eachwantingtobe
asprofessionalandconfidentasweknewwecouldbe.Majorimprovementswerein:howmany
peopleinterviewed,howmanypeoplehelpedsetupandteardown,whatquestionswouldbe
asked,andourphysicalpresence(lessintimidating,morewelcomingconversation).Fromthatday
on,everysingleinterviewfeltlikeanimprovement,aswewereessentiallyrapid-prototypingthe
bestinterviewrhythmpossibleforourgroup.Weusedthefollowinginterviewprotocol:
1.Whoareyouandwhatworkdoyoudo?
2.HowdoeswhatyoudoandbelieveeffecteducationinAmerica?Whatareyoueducating
on?
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3.Whatdoyoubelieveeducationshouldlooklike?What'sthefutureofeducationbythe
year2020?
Morenuancedquestionsstemmedfromthosethemesbasedontheindividualbeing
interviewed.
Partofmylearningbetterinterviewskillsincludedwatchingothers(mentors)modelgood
interviewsforme.AnotherpartofitrequiredthatIstopfocusingsomuchontherigid,research-
basedinterviewquestionstructure,andreallyopenuptotheconversationthatwasbeinghad.
February3,2013
Istartedthisjourneyjust5daysago,thinkingIneededtoprovemyvalueonthetrip
byinterviewingeveryoneperfectlywithpredeterminedquestions,andIfoundmyself
rigidinsidethoseconversations.Ittookacoupleofinterviews,andthenwatching
MatthewandAlandoacouplemore,thatreallygotmerethinkingthatprocess.
Oneinterviewinparticularcapturedmyheartandwokemeuptothepurposeofthis
trip...AsIlearnedaboutonegirlsstoryofsuicidesurvival,Ididnthaveascriptto
follow,Ididntknowanyinformationaboutheraheadoftimetogooffof.Isimply
knewher,thereandthen,andIwasenthralled.Questionsflowednaturallyasinagood
conversation,becausethatswhatitwas.Morethanjustaninterview,itwasastory,
anditwaspowerful.
NowwhenIinterview,Iwanttogetatthedepthofpeoplesstories,andImonfireto
searchthemout,becauseIknoweveryonehasastorytotell.Imsoreadytoletdown
walls,listen,andformrelationships,andIknowthatsgoingtobethegreatestvalue
wecanshareonthistour.Beyondrecognizingrelationshipsasintegraltothe
interviewandtravelprocess,thethemeofrelationshipshascomeupoverandoveragainasavitalprincipleofeducationitself.
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2.3TheSchoolsandOrganizations
WecontinuedourjourneydowntheEastCoast,throughOklahomaandNewMexico,then
uptoSanFranciscoanddowntheCaliforniacoastbeforeheadinghomeviaHouston.Alongtheway,
weuncoveredmanymoredeeplyinspiringstoriesandrelationshipstobeheld.Thissection
providesalistof20ofthemostmemorableschoolsandeducationalorganizations(inchronological
orderbycityvisit)andabriefdescriptionofwhytheywereinspiring.
Name,Website,
City,State
Description
Theco.space:
SpudMarshall,co-
founder
http://thecospace.co
m
StateCollege,PA
Theco.spaceisaninternationalnetworkofco-livingspacesforindividuals
whoshareapassionforchangingtheworld.Theirpurposeistogrowand
nurturefutureworld-changersbycreatinglivingspaceswhereuniversity
studentsandexperiencedchange-makerscandolifebetter,together.
Throughtheprogram,studentsaregivenopportunitiestoapply
sustainabilityinnovationandsocialentrepreneurshiptolocalcommunity
projectsandglobalinternships.Byconnectingtoaninternationalnetwork
ofchange-makers,studentsareabletotransitionintotheworkingworld
andidentifywheretheirskillsandpassionsbestmatch.
Thefocusoncommunityandinnovationtogethermaketheco.spacea
uniqueandperfectblendofthoughtandaction.
MastersinDesignfor
SocialInnovationat
Thisprogram,inyearoneofitslife,isthefirstMFAinsocialinnovation.
Itsdesignedtohelpstudentsapplyrealstrategytotheartofpositive
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SoVA:
CherylHeller,founder.
http://dsi.sva.edu/
NewYorkCity,NY
socialchange.Usingdesignprinciples,theyunderstandhowwhole
systemsarefunctioningandwherebesttoapplychangeinordertoshift
thesystemsustainably.
Whilehere,welearnedthattheclassesaremulti-nationalandvery
independent.Itwasbrillianttoseealarge-scaleprogramadmitthatits
stilliniterationone,andthatthisispartofthelearningprocessforthem
too!
TheFutureProject:
AdamHorowitz.
http://thefutureproje
ct.org/home.html
NewYorkCity,NY
TheyreonamissiontotransformAmericashighschoolsintoFuture
Schools:placesthatvaluetakingrisksandtakingaction,thatshow
studentstheyhavewhatittakestoinnovateandtolead,thatunleash
passion,andpower.
Iwasinsanelyinspiredtoseethisgroupenterahighschoolandbring
studentsaliveastheyfollowedTheFutureProjectscurriculumand
createdprojectsandventurestosolverealproblemsintheircommunities.
EchoingGreensWork
onPurpose
curriculum:
LindaKayKlein
http://www.echoingg
reen.org/work-
purpose/work-
purpose-curriculum
NewYorkCity,NY
TheWorkonPurposecurriculumpreparestheemergingprofessionals
withwhomyouworktopursueworkthatmakesadifferenceintheworld.
Thecurriculumsworkshopswillhelpthem:Uncovertheirpersonal
geniusandhowtheycanapplyittotheissuestheycaremostabout,
developtheboldnessandthespiritofrisk-takingrequiredtolauncha
pathwithpurpose,createlivesandworkwithmeaning.
Thiscurriculuminspiresmetoknowthateverystudentcanfollowtheir
passionsinawaythatservestheworld.Ievengotachancetoleadoneof
theiractivitiesduringthetripandgotamazingfeedbackfromthe
participants.
Businessand Sethsinterviewwasallaboutinsiringpeopletoaction(asishislife).He
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educationinnovator,
authorofTheIcarus
Deception:
SethGodin
http://www.sethgodi
n.com/sg/
NewYorkCity,NY
thinksthatrealchangewillcometoeducation,itsjustamatteroftime
untilenoughpeoplefindtheirpowerandstartcausingaruckus.He
placedresponsibilitybackonthestudentstogiveadamn,ontheparents
toknowwhatsgoingoninschools,andtoldusthatwedontneedanyone
topickusbeforewehavepermissiontocreatechange.Wecanpick
ourselves.
KnowledgeCommons,
DC
http://knowledgecom
monsdc.org/
WashingtonDC
KnowledgeCommonsDCisafreeschoolforthinkers,doers,andtinkerers
taughtanywhere,byanyone,foreveryone.Asafloatingschoolhosted
throughoutWashingtonDC,theyprovideaplatformforfreecommunity
exchangeclasses.
Theywereremarkabletowatchinactionbecauseofthevery
decentralizednatureofthistypeofeducationsetting.Peoplemaystopin
foroneclassorteach40,butyouknowtheclassesbeingtaughtandtaken
arethepassionsofthepeopleinthem.
TheOpenMasters
Program:
AlanWebb
http://www.openmas
tersprogram.com/
WashingtonDC
Wearecreatinganexperiencetogethertotakeownershipofourhigher
educationand,intheprocess,designingaprogramthatwehopecanbe
replicatedbyavirtuallyunlimitednumberofsmall,self-organizedpeer
groupsanywhereintheworld.
ThisistheclosestprogramIvefoundtomyBphilprogramatPennState,
butitsevenbetterbecausetheresbuilt-incommunity.Small,localgroups
meettogetherregularlyastheyfollowastructureofself-direction
towardsmasteringwhatevertheyaremostpassionateabout.
UVAMedicalSchool:
DeanRandolf
UVAisanexampleofaschoolwherethetraditionalcourseworkmodel
hasbeenturnedupsidedown.Thecurriculumnolongerisaseriesof
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Canterbury,Dean
GraceWhite
Charlottesville,VA
http://www.medicine.
virginia.edu/
isolatedcontentcoursesthatlackimportantconnectionsacross
disciplines.In18thmonths,simultaneouschangesinlearningspaces,
teaching,learningwork,technologyapplications,assessment,andgrading
practiceshappened.Asaresult,thesystemhasbecomefocusedon
increasinglearningengagementamongstudents.
ThiswasthebestexampleIsawduringthetripofatraditionalinstitution
actuallychangingtobecomeinnovative.Itwasgoodbecausewesawhow
harditcanbe,andhownoteveryonewillbethrilledwithchanges,but
howmuchmorethestudentsaregettingoutofit.
BuckminsterFuller
InstitutesGeoDome:
DavidMcConville,
president,The
ElumenatiDesign
Firm
http://www.elumenat
i.com/
Asheville,NC
TheGeoDomeisatoolthatletseducatorsandstorytellerscreate
transformativeeducationalexperiencesforlearnersofallages.
Duringourexperience,wesataplanetarium-likedomeasNASAsimages
oftheuniverseflashedbeforeusandastorywastoldaboutourplacewith
in.Thiswasabeautifulexperiencethatgottotheheardofquestionslike
whyarewehere,anyways?andgotusthinkingaboutthestorieswetell
ourselves.
MycelliumSchool:
MatthewAbrams
http://mycelium.is/
Asheville,NC
MyceliumSchoolisa9-monthresidentialprograminAsheville,NCfor
emergingleaderstodeveloptheskills,connectionsandhands-on
entrepreneurialexperienceneededtodreambigandactivatechange.This
programisfocusedonpositivehumanchangeasawhole,fromtangible
businessskillstosociallysustainablepersonalreflectionandinteraction
skills.
IamahugefanofMyceliumandacheerleaderasitbeginsitsfirstyearof
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life.Igotatasteofthetypesofconversations,facilitationtechniques,and
skillsthisprogramshares,andIthinkanysocialinnovation-oriented
studentwouldfallinlove.
CreativeOklahoma:
SusanMcCalmont,
president,community
organizer
http://www.stateofcr
eativity.com/
OklahomaCity,OK
Formedin2006,CreativeOklahomaisastatewidenon-profitorganization
advancingOklahomascreativeeconomythroughcreativityand
innovationbasedinitiativesineducation,commerceandculture.The
missionistotransformthestateofOklahomathroughprojectsand
collaborativeventuresthathelpdevelopamoreentrepreneurialand
vibranteconomyandanimprovedlifequalityforitscitizens.
Ireallyfeltthepresenceofthisorganizationthroughoutthecityasit
purposedtochangethecultureofcreativityfortheentirearea,notjust
oneschool.
A+Schools
http://www.okaplus.o
rg/
OklahomaCity,OK
InpartnershipwiththeUniversityofCentralOklahoma,OKA+provides
schoolswithongoingprofessionaldevelopment,anintricatenetworkof
support,andanactiveresearchcomponent.Theycoachschoolsthrougha
processtocreateaneducationalenvironmentthatgetskidsexcitedabout
learningandproducesbetterachievement.Theydothisbypreparing
teachersandprincipalstothinkmorecreativelyabouthowtopresent
theircurriculumincollaborativeandhands-onways.
KeystoneAdventure
SchoolandFarm:
JennyDunning,
Founder,Directorof
KeystoneAdventureSchoolandFarmisaworkingfarmandart-based
elementaryschoollocatedinEdmond,Oklahomaservingchildrenfrom3
yearsoldto5 thgrade.Keystonebelievesthatallchildrenarecapable
learnerswhentheenvironmentengagestheircuriosity,whenteachers
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Development
http://www.keystone
adventureschoolandfa
rm.com/
Edmond,OK
andpeersdemonstratecareforthem,andwhentheyarelearningatan
appropriatedevelopmentallevel.AtKeystone,wholechildinstructionis
facilitatedatindividuallyappropriatelevels.
Thisschoolsabilitytopositivelyaffectsomanylearning/behaviorissue
childrentothepointoftakingthemoffmedicationandcreatingthemost
engagedstudentsinthedistrictisincredible.Thisschoolisluckyenough
tobeallowedtoshowaffectiontoitsstudents,whichdoeswondersfor
theirbehaviorsandconfidence.Theyhaveaspecialphysicalactivityroom
aswellasafarmthatallowsstudents,whenneeded,toexpressenergy
thereinsteadofthroughclassroomdisruption.
WatsonUniversity:
EricGlustrom,founder
http://www.watsonu
niversity.org/
Boulder,CO
WatsonUniversityisasemester-longincubatorforstudentinnovators,
leaders,andentrepreneursthatincludes:innovativeshortmastercourses,
21stcenturyskilltraining,anidealab,andasemesterscredit.Watson
Universityisbuiltonthebeliefthattheuniversityshouldbeaplacewhere
studentsexploretheirpassionsandideas;growasinnovators,leadersand
entrepreneurs;createideastomaketheworldabetterplacealongside
leadingmentors;andwheretheinvestmentstudentsmakeintheir
educationisnotonlyaffordable,butwillalsopayofffortherestoftheir
lives.
BeyondBoundaries
NatureRetreat
BigPine,CA
BeyondBoundarieswasaretreatthattaughtoutsideofatraditional
classroomandoutsidetraditionalsubjects.Theytaughtaboutwhatit
meanstobeahuman,innature,andgrowing.Whileweweretherewe
wereofferedmuchreflectionandcontemplationtime,aswellas
techniquesinlisteningtoourselves,others,andeventheenvironment.I
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reallyfeelthattheseimportantlifeskillsneedtobetaughtonceagainto
everystudent,ifwearetoreapavitalhumanity.
GlobalCitizenYear:
AbbyFalik,founder
http://globalcitizenye
ar.org/
SanFrancisco,CA
Ourmissionistounleashthepotentialofthenextgenerationof
Americanstoapproachtherigorsofhighereducationandthechallenges
ofthe21stcenturywithinnovative,insightful,andeffectiveleadership.To
dothistheysupporthighschoolgraduatesintakingagapyearabroad
devotedtoservicelearningandglobalcitizenship.
Theprogramintendstogivestudentsrealeye-openingexperiencesand
empathytowarddiversecultures,whichissometimesachallengein
abroadprograms.IpersonallyconnectedwithAbbyatonduringher
interview.Itsclearthatshegrewupseeinganeedforstudentstohave
theseskills,anddevelopedaprogrambywhichtoaddressthat.
UCBerkeleysDeCal
program
http://www.decal.org
/
SanFrancisco,CA
TheDeCalProgramisastudent-rundemocraticeducationprogramatthe
UniversityofCalifornia,Berkeleywherestudentscreateandfacilitate
theirownclasses.Eachsemester3000-4000studentsenrollinover150
coursesfacilitatedbystudents,forstudents,ontopicsrangingfrom
TaiwaneseLanguagetoSimpsonsandPhilosophy.Theseareaccredited
Pass/NoPasscoursesonourcampus,andrangefrom0.5-2unitsof
academiccredit.Andtheyvebeenrunningsince1965!
Thisprogramwasatestamenttothemotivationstudentshavewhen
allowedtostudyorteachareasofdeeppersonalinterest.Italsohadan
interestingbondwiththeuniversity,insomewayschangingthe
educationalstructureofelectiveclassesattheschool.
Salsa29:
JulioBarrenzuela,
Theycustomizemotivationalpresentationsthatinspirepeopleofallages
toembracethevalueofhealth,education,andculture.Theyfulfillthisgoal
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founder
http://salsa29.com/
LosAngeles,CA
usingauniquemethod:salsadancing.Theentertaining,engagingmethod
facilitateslearning,relationshipbuilding,andself-development.
Julioshowedusthatlearning21stcenturyskillslikerisk-takingcancome
inmanyforms,andthatitshowyouframeandtalkaboutwhatsbeing
taughtthatwilldictatewhatstudentshavetheopportunitytolearn.
826Valencia
http://826valencia.or
g
LosAngeles,CA
826Valenciaisdedicatedtosupportingstudentsage6-18withtheir
writingskills,andtohelpingteachersgettheirstudentsexcitedaboutthe
literaryarts.Theyareatutoringcenter,whichisself-fundedthroughtheir
quirkybuildingfront:ThePirateStore.Thisstoreliterallysellspirate
itemstopayforthetutoringcostsandcreateasenseofplayfulnessinthe
learningcontext.
Ithinkthisideaisreallyfabulousbecausenotmanyinnovationsonthis
tripwererelatedtofundingmodels.Anyeducationalorganizationthat
cankeepitsdoorsopenthroughitsownvalueandofferservicesto
underservedpopulationsisakeeperinmybook.
USDsChangemaker
Hub:
ChrisNayve,co-chair
http://sites.sandiego.e
du/changemaker/
SanDiego,CA
TheChangemakerHubwaslaunchedFall2011asacampus-wide
manifestationoftheUniversityofSanDiegoscommitmenttoitsmission
andvalues,andtopromoteentrepreneurship,collaboration,and
innovationforpositivesocialchangebylinkingoccurringinitiativesat
USD,aswellasdevelopingnewones.Itsaninclusivehubthatconnects
peopleandinitiativesforsocialchange,acollaborationmechanismfor
developingandsupportinginitiatives,andanenablerofinnovationand
creativity.
Programslikethisallowstudentstotrulyutilizethevastresourcesofa
universityandchannelthemtocreatesustainablechangeintheworld.
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ChangemakerHubsarepoppingupalloverthecountryandtheworldasa
resultofthenextandfinalinnovativeorganization,AshokaU.
AshokaU,andthe
AshokaUExchange:
BeetaAnsuri,founder
http://ashokau.org/ex
change/
hostedthisyearinSan
Diego,CA
AshokaUisworkingtobringmorerelevancetohighereducation.Inthe
worldtheyenvision,facultymembersbringtheirpassionandskillstothe
classroom,studentsbringtheirentrepreneurialthinkinganddesirefor
activelearningandtogethertheycreatecampusenvironmentswhere
peopleworktogethertosolvereal-worldproblemsinnewandcreative
ways.
Thisconferencewasthebestplaceonthetourtoconnectwithmanyother
thoughtleadersandchangeagentswithinhighered.Ashokaswide
presenceacrosswholeuniversitiesgivesitthescaleneededtoaffect
multi-institutionalpositivechange.Whilehere,Iwasabletosharethe
storyofEducate20/20andgainpositivefeedbackfromtheirmany
ideationsessions.
Table2.3SchoolsandOrganizationsvisitedbyEducate20/20
DuringthetourwespokeatafewconferencesincludingtheAshokaUExchangehostedby
UniversityofSanDiego,aswellastheSullivanRetreatforSocialEntrepreneurshipin
Hendersonville,NC.TheRoadtourwonacompetitiononasocial-innovation-basedmediaplatform
calledGOOD4,andsothreedaysaftertheRVwasparkedathome,IwasflownbackouttoLAto
workforaweekintheGOODLAofficeonwhereEducate20/20couldgonext 5.Thesefutureactions
willbedescribedfurtherinpart4.
4http://www.good.is/posts/good-maker-challenge-winner-filmmakers-in-search-of-scaleable-innovation5http://pinterest.com/marriottmdr/good-marriott-present-makerchallenge-winner-educat/
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Chapter3
ThemesandObservations
InthissectionIwillusemyownpersonalstoryaswellasthemissionsoftheorganizationsI
visitedtofindthecommonthemesemergingineducationinordertodefineastudent-centric
frameworkforunderstandingtheeducationalsystem.
3.1TheStudentLearningSystem
Duringtheprocessofmyownlearningjourney,startingwaybackinJuneandlasting
throughthepresent,Ivegonethroughdifferentphasesoflearning.Ibeganlastsummerbeingvery
honestwithmyselfaboutwhatIactuallywantedtolearn,IrealizedhowIlearnedbest,andI
changedmybeliefsabouthowsuccessfulIcouldbeinmakingthosedreamsreality.Duringthis
phase,Iwasfocusinginwardonmyself,andsoIcallthisphasemyInternalActivation forlearning.
Next,Ispentthelatesummerandfallsemestersfindingmentors,classes,supportingprogramsand
environmentstoallowtheselearningdreamstotakeflight.IfoundtheBachelorofPhilosophy
programandNewLeafInitiativetosupportmeandsoIcreatedduringthisphaseanappropriate
ExternalEnvironmentforlearning.ThephaseImenteringintonext,Icall SocietalStructurefor
Learning,becauseIwanttoreinventhowundergraduateeducationmajorsarelearninghowto
teachonalargerscale.TocreateSocietalStructureistocreatepolicyandlegislation,culture,and
organizationalstructuresrelatedtolearning.Ihavecometocallthecollectionofthesethreephases
theStudentLearningSystem.Thisistheframeworkonwhichmythesisisbased.
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Figure3.1aTheStudentLearningSystemRings
Byassessingthesephasesthroughastudent-centriclensbasedonstudentautonomy,we
canorganizethesephasesaroundthestudentinaframeworkofconcentricrings,withthestudent
existinginthecenter.Theringsnearesttothestudentrepresentaspectsoflearningthataremost
accessibletothestudentintermsofthatstudentsabilitytounderstandandchooseoutcomesfor
them.Theringsfarthestawayfromthestudentdonotindicatethattheyaffectlearningless,but
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ratherthattheyarelessaccessibletoastudentintermsofthatstudentsabilitytochooseoutcomes
forthem.
Theseringsandquadrantsareveryinterconnectedandeachaffectstheothersandthe
studenttocreatethatstudents StudentLearningSystem.Eachstudentssystemisunique,basedon
howtheirinternalactivation interactswiththeirexternalenvironmentandthesocietalstructure
theylivein.
Duringmyresearchandroadtour,Inoticedpatternsemerginginschoolsandorganizations
thatconsideredthemselvesinnovative.Thequadrantswithineachringbelowweredeterminedby
identifyingwhatthemissionofeachschoolororganizationwasattemptingtoaddressinsofarasto
improvetheeducationsystemfortheirstudents.Theywererespondingtooneormoreareas
withinthissystem,althoughnotoften(notever)theentiresystem.Theseexamplesrequirea
furtherbreakingdownofthissystemintoitsconstituentpartstobetterunderstandwhatthe
quadrantsofinneractivation,externalenvironment,andsocietalstructureare,soastomapwhich
areasofthatsystemeachexampleisaddressing,andultimatelytobeabletoidentifywhat
successfuleducationisintermsofthissystem.
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Figure3.1bTheStudentLearningSystemQuadrants
3.2-3.4DefiningtheQuadrantsoftheStudentLearningSystem
Thissectionwillidentifyanddefineeachquadrantlisted,aswellasspecificschoolsor
organizationsthathavestructuredthemselvessoastoimprovethatquadrant.Manyoftheschools
andorganizationsappearmorethanonceastheyhaveseveralintersectionswiththeStudent
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LearningSystem.Whenastudenttakesownershipoftheirownlearningjourney,thatstudent
realisticallybeginsunderstandingandmakingpositivechangestotheinnerringsfirstandthen
movethroughtheouterrings.Thesedescriptionswillbeginwiththeinnermostringandspiral
outwardcounter-clockwise,sincethemodelisbasedonrelevancetothestudentinthecenter.
TheStudent
Thestudentisthecenterofthissystem,andthissystemiscreated
forthestudent.Alldatainthissystemwillbefilteredthroughthe
lensoftheindividualusingit,andeachsystemwillbeasuniqueas
thatstudentsfingerprint.
3.2InternalActivation
Thisringisclosesttothestudentintermsofhisorherabilitytorecognizeandunderstandthe
effectsofeachquadrantonhisorherownlifeforlearning.From
thestudentspointofview,hisorher internalactivation that
studentsownneeds,passions,learningstyles,andbehavior-
immediatelyaffectshisorherlearning.Thatstudentalsohasthe
greatestcontroloverthoseaspectsoflearning.Thestudenthasthe
powertorealize,forexample,whattheyaretrulypassionateabout
learning,evenifitsnotbeingtaughttothemexternally.
Figure3.1cTheStudentQuadrant
Figure3.2InternalActivation
Quadrants
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3.2aPurposeandPassionSubjects
PurposeandPassionSubjectsarethestudentsfavoriteinterests.
Thesearethesubjectsthatthestudentlightsupwhenlearning
about,doing,orsolving,evenoutsideofclass.Thesesubjectsneed
notbetraditionalclasssubjectslikemath,writing,orscience(but
theycanbe).Passionsubjectsmightbetheme-oriented,asin
historyorpsychology.Theymightbespecific,likeThirdWorld
Wartriviaorhowbrainsfunctiondifferentlyinvarious
populations.Theymightincludeactionsorskillslikecrafting,
coding,sports,gardening,carpentry,archery,sewing,etc.Theymightbecause-based,likeensuring
cleandrinkingwatertothirdworldcitizensorendinghomelessnessormakingsurethatevery
urbanfooddesertgetsaproducegarden.Thethingstolearnaboutareseeminglyendlessoncewe
lookpasttraditionalclasses(althoughmath,writing,science,art,etc.areallinvolvedinlearning
manyofthesesubjects!).Thesepassionsubjectsmayevenchangeasthestudentgrows!Themain
goalisthatthesearetangiblesubjectsthatthestudent reallywantstolearnabout.
Schoolsandorganizationsthatreallyemphasizestudentexplorationandunderstandingof
theirspecificpurposeandpassionsubjectsare:TheOpenMastersProgram,TheFutureProject,
WorkonPurpose,KnowledgeCommonsDC,andDeCalatUCBerkeley.
Figure3.2aPurposeandPassion
SubjectsQuadrant
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3.2bLearningStyles
Learningstylesarethewaysinwhichthestudentpersonally
absorbsandretainsinformationbest,whetherthatinformationbe
factual,theoretical,personal,orphysical.Stylesmightinclude
visuallearning(seeing/watchinginformationallowsthestudentto
learnit),auditorylearning(hearinginformationallowsthestudent
tolearnit),andkinesthetic/sensorylearning(physically
interactingwithinformationallowslearning)(Hawk,Shah,2007).
Individualstylesoflearningalsofactorinwhetherstudentslearn
somethingbestalone,insmallgroups,orinlargegroups.Thestudentmustdiscerniftheylearn
bestbytryingsomethingonceorrepeatingitmanytimes,andhowmuchexternalstimulation
(music,noise,action)istolerableorbeneficialfortheirlearning.Allthesepiecesandmorecombine
toformacomplexlearningstylethatmaychangeovertimeoracrosssubjectmatter.Itsimportant
forstudentstograsptheirowngenerallearningstylesinordertomaximizethelearningtheyare
abletoaccomplish.
Schoolsandorganizationsthatreallyemphasizestudentsidentifyingwhatwaystheylearn
bestincludeKeystoneAdventureSchoolandFarm,TheMastersinDesignforSocialInnovationat
SoVA,andTheFutureProject.
Figure3.2bLearningStyles
Quadrant
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3.2cPersonalReflection
PersonalReflectionistheprocessbywhichastudentgains
understandingofandevaluateshim-orherselfpersonally.
Objectiveself-evaluationisaskillthatrequiresmuchpracticeand
honestywithoneself.Hereastudentasksthemselveschallenging
questionslike,Whataremymainprioritiesandgoalsrightnow?,
WhatamIdoingwellin?,WherecanIgrow?,WhatdoIneed
toletgoofinordertodothat?Itcanbethroughhonest,critical
self-reflectionthatstudentsunderstandandorganizethemselvesandtracktheirprogressin
learningandinlife.
Schoolsandorganizationsthatreallyemphasizepersonalreflectionandself-evaluationare
GlobalCitizenYear,Theco.space,WorkonPurpose,TheFutureProject,andBeyondBoundaries
NatureRetreat.
3.2dPhysicalHealthandSafety
Physicalhealthandsafetyisavitalpieceofthelearningsystem
becausetheneedsitrepresentsaresobasictohumanfunctioning.
LikeinMaslowshumanneedsmodels,physicalhealthandsafety
arepersonalprerequisitesforastudentbeingabletolearn
effectively(Simons,Irwin,Drinnien,1987).Thiscategoryincludes
amountsofphysicalactivitytokeepthestudenthealthyandfit,
timespentinnature,andastheabilitytoeatappropriately-sized
nutritiousmeals(allofwhichreleaseendorphinsthatimprove
cognitiveandlearningfunctions).Italsorequiresstudentstofeelphysicallyandemotionallysafe
enoughtobeinarelaxedstate.Ifthestudentdoesnotfeelsafe,heorshewilllikelybeinan
Figure3.2cPersonalReflection
Quadrant
Figure3.2dPersonalHealthand
SafetyQuadrant
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adrenaline-filledfightorflightstatethatimpairscognitivefunctioningandlearning.Bullyingin
schoolspreventslearningandthereforemustbecounteracted.Safetyalsoincludestheemotional
andgrade-safetytotakerisksinlearning(withoutlosingface,orscores).BrianCambournes
conditionsforlearningcallthisenvironmenttotakerisksapproximation,andsaysitsnecessaryto
sparkcreativity(Cambourne,1988).
Schoolsandorganizationsthatreallyemphasizetheaspectofphysicalwellbeingandsafety
areKeystoneAdventureSchoolandFarm,andBeyondBoundariesNatureRetreat.
3.2eBeliefsaboutLearningandaboutonesAbilityintheWorld
Thesebeliefsarecrucialforthestudent,astheywilloftensetthe
boundariesofwherethatstudentwillattempttogo.Beliefsabout
ifknowledgeortruthcanevenbeattained,andhow
(epistemology),whetherthestudentispersonallycapableof
learningsomethingornot,andwhatdefinitionsofsuccessin
learningare(being thebest,gettingpersonallybetter)willshape
howthestudentinteractswithinformation.Forexample,a
studentispassionateabouttheaterandlocalgovernment.Ifthat
studentbelievesshesgoodattheater,butcouldnevercompetepolitically,shemaychoosetolearn
theaterovergovernment.Ifshebelievesthatacareeringovernmentwillpaybetterthantheater
andpaylevelisimportanttoher,thatmayswayherlearningchoicestheotherway.Ifastudent
believesthattheirinherentintelligence,skill,beauty,self-worthetc.isthereasonfortheirsuccess
inlearning,thanabadgradeorafailedattemptreflectspoorlyontheirpersonalworth.Thiseffect
ofbeliefsaboutcauseiscalledattributiontheoryinpsychology,andiftheyconnectachievement
withworthethic,thanafailuremerelyreflectspoorlyontheirworkethic,andtheystillbelievethey
canimprovethatareathroughcontinuedpracticeandhardwork(Weiner,1992).
Figure3.2eBeliefsaboutLearning
andAbilityQuadrant
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Schoolsandorganizationsthatreallyemphasizepayingattentiontopersonalbeliefsand
howtheyareaffectingpersonaldecisionsincludeTheBuckminsterFullerInstitutesGeoDome
experience,WorkonPurpose,andBeyondBoundariesNatureRetreat.
3.2fAbilitytoInteractwithOthers
Thisabilitythemostobviouscrossoverfromtheinternalringto
theexternalones.ThisskillisoftencalledtheInterpersonalskill,
anditincludesthingslikehowwellastudentcanarticulatehis
orherthoughts,needs,wants,anduncomfort.Thisisan
importantpersonalskillforthestudenttohaveforlearning,
becausemuchlearningcomesthroughsocialinteraction.Ina
classroom,itbehoovesthestudenttofeelcomfortablesayingshe
doesntunderstandsomethingoraskingforclarificationsothat
shedoesntmissthelearningopportunity.
Schoolsandorganizationsthatreallyemphasizetheimportanceofgrowinginterpersonal
skillsareGlobalCitizenYear,Theco.space,andKeystoneAdventureSchoolandFarm.
Figure3.2fAbilitytoInteractwith
OthersQuadrant
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3.3ExternalEnvironment
EnteringintothesecondringoftheStudentLearning
System,therearemanythematicsimilaritiesbetweentheinnerset
ofquadrantsandthismiddleset.Abriefadditionalsectionwillbe
addedtoexplaintheflowfromthisquadranttoitscorrelating
innerquadrant.Fromthestudentspointofview,hisorher
externalenvironmenttheirsocialcircles,physicalenvironment,
curriculumcontentanddeliveryoftheirlearningstructure
directlyaffectsthatstudentslearning.Theseforces,however,areallexternaltothestudent,and
thereforethestudenthaslessautonomyindictatinghowtheseforcesinteractwiththatstudents
learning.Thestudentmayormaynotbeabletocontrolwhatcontentisbeingtaughttothemand
how,orthequalityoftheirteacher,forexample.
3.3aCurriculumContentandSkills
Contentisdefinedasthesetofsubjects,andinformationabout
thosesubjects,thataneducationalorganizationorschooloffers
learningin.Muchlikepassionsubjectsintheinnerring,these
subjectsincludeanenormousvarietyoftopicareas.Inthis
quadrant,skillsrefertothestatesofbeingandmental/emotional
capacitiespracticedwhilelearning.Thesemayincludeskillslike
creativity,criticalthinking,andinterpersonalskillsfromthe
Figure3.3ExternalEnvironment
Quadrants
Figure3.3aCurriculumContent
andSkillsQuadrant
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innerringastangible,teachableskills(P21,2002).Astudentwilloftenfeelmostinlinewiththeir
educationalorganizationifsomesetoftheircurriculumcontentintersectswiththestudents
purposeandpassionsubjects.
Foranorganization,thedifferencebetweenhavinginnovativecurriculumcontentand
emphasizingtheexplorationofstudentpassionsubjectsisthis:Pre-determinedcurriculums,even
ifincludingcontentthatstudiesandsurveysagreeisworthy21stcenturycontent(likecritical
thinking,collaboration,creativity)arestillpre-determined,andastudentmustlinehisorher
passionsubjectsupagainstthesubjectsbeingtaughttoseeiftheymatch.Anorganizationwho
specificallyfirstasksstudentsabouttheirpassionsubjectsandthenusesthoseascontentissaidto
emphasizestudentpurposeandpassionsubjectsfromtheinnerring.
Schoolsandorganizationsthatreallyemphasizeinnovative,relevantcontentcurriculums
areWatsonUniversity,TheMastersinDesignforSocialInnovationatSoVA,DeCalatUCBerkeley,
MyceliumSchool,TheBuckminsterFullerInstitutesGeoDomeexperience,KeystoneAdventure
SchoolandFarm,WorkonPurpose,andinfact,manyothers.
3.3bCurriculumDelivery
Curriculumdelivery,alsocalledpedagogy,isthewayinwhichthe
setcurriculumcontentispresentedtolearners.Mosttraditionally
thisisthoughtofashowtheteacherteachesthestudentscertain
information,butinnovationsinpedagogycanalsoincludestudents
teachingothersaswellasteachingtheteacher,technologyused
forcontentdelivery,orevencreationofcontentasthemediumfor
delivery.Thisquadrantmostalignswiththeinnerquadrant
learningstyle,becausewhencontentisdeliveredinawaythatmatchesthestudentslearningstyle,
theyarebestequippedtounderstandandretainthatlearning.
Figure3.3bCurriculumDelivery
Quadrant
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SchoolsandorganizationsthatreallyemphasizeengagingcontentdeliveryincludeGlobal
CitizenYear,WatsonUniversity,Theco.space,TheOpenMastersProgram,UVAMedicalSchool,
MyceliumSchool,andKeystoneAdventureSchoolandFarm.
3.3cCurriculumAssessment
Assessmentishowaneducationalorganizationunderstands
studentlearning.Astudentcanunderstandhisorherown
learningthroughreflection,butforthatinformationtobepublic,
someformofcurriculumassessmenttakesplace.Assessmentsare
oftenthoughtofaspapertestsonwhichthestudentwritesdown
answerstorelevantquestions.Thisisoneformofassessment,
however,thereareother,oftenmoreeffective,assessmentsas
well.Askillsassessmentcandeterminetheaptitudeatwhichastudentperformsacertainskillor
action(havingthemshootseveraltargetswiththeirbowandarrowsasanarcheryassessment),a
oralassessmentbywhichthestudentspeaksabouthisorherlearningpubliclyletsthemfully
articulatetheirlearningtoagroup,aportfolioassessmentwhichcollectsstudentworkovertime
canlookforvisualgrowthtrends,areal-worldproject/challengeassessment(solvetheproblemof
nothavingenoughnatureclosetoourschool)canapplythestudentslearninginawaythats
beneficialbeyondschoolwalls,etc.Ateachersittingwiththeirstudent,listening,and
understandingthestudentsjourneythroughreflectionsoftheirown,isoftenthebestwayto
assesshimorher.Responsesfromlearninggroupsonhowthestudentdidarenecessaryin
understandingthefulllearningandachievementthathasoccurred(Cambourne,1988).
Schoolsandorganizationsthatreallyemphasizeinnovative,hands-onassessmentpractices
includeAshokaU,TheOpenMastersProgram,TheMastersinDesignforInnovationatSoVA,and
UVAMedicalSchool.
Figure3.3cCurriculum
AssessmentQuadrant
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3.3dLearningEnvironment
Learningenvironmentreferstothespaceinwhichstudentscan
movethroughandobserveduringtheirlearning.6Ina
classroom,thatincludeseverythingfromchairsanddesksto
roomdimensionstocolorofthewalltowhatsoutsidethe
window.Therearemanyfactorsherethataffectlearninglikethe
abilitytohavepersonalspace,thelevelofdistractionhappening,
andtheeaseorfluidityofchangingtasksormovingaround.
Eachlearningspaceshouldideallymirrorthelessonsthatwillbe
happeninginsideit.Forexample,ifstudentswillbeexpectedtoswitchbetweenworkingroupsand
bythemselvesoften,anefficientclassroomwillhavedesks,chairs,andspacemadeforquickly
changingthelayout.Cambournesconditionforlearningcalledimmersionfitshere,andsaysthe
studentshouldbesurroundedbystimulithatrelatetothesubjectbeinglearned(Cambourne,
1988).
Schoolsandorganizationsthatreallyemphasizetheimportanceofthephysical
environmentforlearningincludeTheThirdTeacherandTheco.space.
3.3ePhysicalGeography
Physicalgeographyisallaboutwhatthestudentseesouthisorher
window.Isthereanoceanthatmightsparkacuriosityofsealifeor
hydropower?Aretheregiantmountainsthatraisethequestionof
techtonics?Oraretherestreetsandskyscraperstodrawinterestin
urbanplanning?Thephysicalgeographyofaplacecanhaveahuge
6Socialinteractionsinaspaceplayanimportantroletoo,andareaddressedinsection3.3h,learninggroups.
Figure3.3dLearningEnvironment
Quadrant
Figure3.3ePhysicalGeographyQuadrant
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impactonwhatstudentscaretolearnabout,andwhatbecomesnormaltoteach.Often,thereisa
specialsetoflearningthatcantakeplacebecauseof,andoutsidein,thenaturalsettingsofour
locations.
Schoolsandorganizationsthatreallyemphasizelocationfortheirlearningincludethe
Knowmads,NOLS,andBeyondBoundariesNatureRetreat.
3.3fLocalCommunityCulture
Cultureincludesfamilyheritageandtradition,aswellasallthe
color,flavor,language,andnormsthateachculturebrings.Culture
playsaroleinourdailylivesincludingwhatwelearnhowtocook,
howwetalk,whatwewear,andhowweact.Itisitselfacontentin
someways,yetalsoalensforeachstudenttoexperiencetheirown
learningthrough.Itmaydictate(evenunconsciously)whata
certainstudentisorisntallowedtolearnbasedonage,gender,
etc.Forexample,inAmerica,younggirlsoftenfeelinadequateorunabletosucceedinmathand
science,andyoungboysfeelpressuredawayfromthearts,oftenbecauseofunspokengenderroles
thatassociatethesehardskillswithmasculinity,andsofterskillslikeliberalartswith
femininity.Therearemanyaspectsofculturethatgiveitsmembersfeelingsofbelongingandsafety
thatareunparalleledandshouldbeheldonto.
Schoolsandorganizationsthatreallyemphasizetheimportanceoflearningaboutculture
includeCreativeOklahoma,Salsa29andGlobalCitizenYear.
Figure3.3fLocalCommunity
CultureQuadrant
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3.3gLocalCommunitysBeliefsaboutLearning
Thissetofbeliefscandirectlyaffectastudentsbeliefsabout
learningandhim-orherself.Ifthecommunityastudentis
surroundedbyexpectsstudentstogotocollege,thenmanymore
variableswillbeinfavorofthestudentgoingtocollege.Ifthe
communitytendstothinkthatschoolisawasteoftime,orvaluesa
certainkindoflearning/content,thestudentwillbemorelikelyto
integratethosevaluesintotheirowninnerring.Ifacommunity
believesthatthisstudentwillachievetoacertainlevel,theywillhavetodecideiftheirpersonal
beliefabouttheirabilitytoachievematchesthatexternalbelief,andhowtoreconcilethetwo.
Further,manycultureswillpre-packageaworldviewofwhattruthis,thatcontentbecomes
importantformanymembersofitsculturetounderstandmoreabout.Directconflictwiththese
culturesfromanacademicinstitutionmaycauseriftsinthestudentsworldview.
Schoolsandorganizationsthatreallyemphasizecreationofalearning-positivelocal
communityincludeKnowledgeCommonsDCandCitizenCircles,Theco.space,CreativeOklahoma,
andUSDdeptofSocialInnovation.
3.3hLearningGroups(Teachers,Mentors,andclassmates)
Learninggroupsareoneoftwodirectlyinfluentialgroupsofpeople
inastudentslife.Theirinteractionwiththestudentisdirectlytied
tospecificlearning.Mentorsandteachersareoftenrolemodelsfor
theirstudents,andthepersonalactionsofmentorsandteachersis
oftenmimickedbystudents.Thewaymentorstalkwiththe
student,andmakethestudentfeeldirectlyinfluencethatstudents
learningaction.Classmatesofferacriticalreflectiontostudentson
Figure3.3gLocalCommunity's
BeliefsaboutLearning
Figure3.3hLearningGroups
Quadrant
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howtheyshouldact,think,etc.inaspecifically-learningenvironment.Cambournesconditionsfor
learningarereflectedherewiththeideasofdemonstration(modelingoflearningforstudents)and
expectation(Cambourne,1988).
SchoolsandorganizationsthatreallyemphasizementorshipforlearningincludeThe
co.space,TheFutureProject,andWatsonUniversity.
3.3iSocialGroups(Peers,Family)
Socialgroupsaretheothersetofinfluentialpeopleinastudents
life.Theseinteractionsmaynotasoftenbebasedarounddirect
schoollearning,buttheycanencourageordiscouragestudents
tofollowtheirpassionsubjects,followtherules,etc.Thisgroup
mayhavethestrongestaffectonallowingastudenttoexplore
theirinnerringfullyortostiflepiecesofthemselves,whichcan
flowbackintomotivationforlearning.Schoolsandorganizations
thatreallyemphasizecreatinglearning-positivefriendsandbeingclosetofamilyincludeGlobal
CitizenYear,KeystoneAdventureSchoolandFarm,Theco.space,andAshokaU.
Figure3.3iSocialGroupsQuadrant
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3.4SocietalStructure
Societalstructureisthethirdandfinalringinthe StudentLearning
System.Itsdividedintotwosections,notforlackofcomplexityin
thatactualring,butbecauseofwhothisframework,again,isfor.
Studentstraveltheirownlearningjourneyspredominantlywithin
theinnerandmiddlerings,whereasthingslikepolicyandethos
arehelpfulinunderstandingthoserings,butnotnecessarilythe
mostaccessible.Third,fromthestudentspointofview,hisorher
Societalstructure thepolicy,organizationalstructure,andcultureindirectlyaffectsthatstudents
learning.PolicieslikeNCLBareaffectingmanyaspectsofstudentlearning,althoughindividual
studentshavetheleastopportunitytomakedecisionsatthislevelabouttheirlearning.
3.4aPolicy,Legislation,andFunding
Policy,legislation,andfundingencompassesthelefthemisphereof
thesystem.Thesearetheissuesthat,onanationalorstatelevel,
begintodictatewhathappenstothemiddlering.Inpublick-12
schools,curriculumcontent,pedagogy,andassessmentareall
currentlyheavilyreliantonNoChildLeftBehind(NCLB)
legislation(U.S.Dept.ofEducation,2010).Fundingsystemsof
largeuniversities(fundedthroughresearch)oftendictatewhat
facultyarehiredandwhatundergraduateclassestheywillteach.
Wedidntfindmany,ifany,educationalorganizationsthatwerefocusedonthesepolicyorfunding
issuesonthetour(although826Valenciadidhaveitsowninnovativefundingmodel).My
Figure3.4SocietalStructure
Quadrants
Figure3.4aPolicy,Legislation,and
FundingQuadrant
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hypothesisisthatstruebecauseindividualorganizationssuchastheoneswelookedatarebuiltto
existonthemiddleringandaddressmiddle-ringissues.
3.4bLargerCultureandEthos
Ethosisthemorenebulous,bigpictureofeducationforour
country.Itslikethecollectiveconsciousnessaroundeducation
whatwebelieveaboutitasacounty,whatthenormsare,what
successlookslike,etc.Itsthenarrativewetellourselvesabout
whateducationissupposedtodoandhowitssupposedtodoit.
Thesenormsinfluenceandareinfluencedbysmallerscalesof
culturalandpersonalbelief,aswellasheritageandphysical
space.Forexample,theindustrialagebroughtintothis
collectiveconsciousnessthevalueandneedforefficiencyandstreamlinedproduction(hencethe
assemblyline).Becauseofthatcollectiveethosaswellaslegislationandfundingaroundit,we
turnedschoolsintochild-learning-assemblylines,wherechildrenenterinbatchesbasedonbirth
dateandarepushedthroughatthesameratewithveryspecializedteacherswhooftendoonejob
(liketeachart)muchthesamewayanassemblylineworkerwouldrepeatthesametaskoneach
item.Thestoryourcountryhasbeentellingitselflatelyisthatourschoolsarefailing,ourteachers
areslackers,andourstudentsareunpreparedandunmotivatedtolearn.Whatwehavebeen
assumingisthattheareasofdisturbancewerehappeningintherighthemisphere,thehumanside,
ofthissystem,ratherthanthelefthemisphere,thecurriculumside.ButIthinkthatsstartedtoshift
abit.
Onegroupworkingtoshiftthiscollectiveethosaroundlearningis,actually,usEducate
20/20!Ourmissionfromthebeginninghasbeentochangethenarrativeaboutthefutureof
educationtoapositiveandhopefulone.Infact,thewaywedecidedtodothatwastofindexamples
Figure3.4bLargerCultureandEthos
Quadrant
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ofinnovationandpositivitywithineachofthesequadrants,ratherthanpeopleonlyhavingnegative
examplestofillthemwith.Findingthatinspirationisonesteptowardsmotivatingotherstoaction,
whichhelpstheethosandthepositivesystemgrow.
Thissystem,withallitsinterconnectedandlayeredpieces,canbeahelpfultoolforany
studentwhowantstounderstandtheirspecificlearningsystemsoastogrowfromit.Oncea
studentmapsouthisorherownsystem,thatstudentcanbegintotakeownershipofadjustingthe
entiresystemtomoreaccuratelymeettheirlearningneeds.
3.4cThePiecesTogether
Everyquadrantineachringisinterconnectedwitheveryother
quadrant,andthecollectivepulloftheseforcescreatesthe
studentslearningsystem.Ifastudentisunsatisfiedwiththeir
currentlearningsystem,thenmappingoutwhichquadrantsare
causingthemthemostlearning-negativeresultsisthefirststepto
improvinghisorherpersonallearningjourney.
Figure3.4cThePiecesTogether
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3.5ComparisontoAnotherModel
ThissystemisverysimilartoUrieBronfenbrenners
EcologicalSystemsTheory,whichhasthechildatthecenterof
concentriccirclesofinfluencersinthatchildslife(Paquette,
Ryan,2001).Theyaredifferentintermsoffocus:
Brofenbrennersfocusesonlyonthepsychologyofthechild,
whereasIfocusontheholisticlearningofthestudent.
Interestingly,mostofBrofenbrennersdefinedinfluences
fallintotheright,outerhemisphereofmysystem.Thishelpsto
bringclaritytheStudentLearningSysteminthisway:theright
hemispheremakesupthepsychologicalandsociological
influencesonlearning,whilethelefthemispheremakesupthe
concreteinfluencesonlearning.Themostcriticaldifference
betweenthissystemandmyownisthatBrofenbrennerssystem
describesthesecirclesonlyinhowtheyinfluencethechild.He
includesnoneofthechildsowncharacteristics(theinternal
activationring)inhismodel.Manylearningsystemsinthepastthatusebankingmodelsof
educationlikewisecallachildseducationthesumofwhatcanbedepositedintothatchildsempty
mind.Mysystem,however,wascreatedwiththepurposeofbeingatoolforthestudentatthe
centertohaveinfluenceontheringsaroundhimorher.Thatstartsbyrecognizingwhatthe
studentinherentlybringstohisorherownsysteminthatinnerring.TheStudentLearningSystem
isnotmerelyatheoryofwhythestudentisacertainway.Itwillprovideaframeworkforactionto
allowthatstudenttotakeownershipofhisorherownlearningjourney.
Figure3.5aUrieBronfenbrenner'sEcologicalSystemsTheory
Figure3.5bBronfenbrenner's
ModelHighlightedontheStudent
LearningSystem
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3.6Age-AppropriatenessandtheRoleofOthersfortheStudentLearningSystem
Age-appropriatenessmustbeevaluatedinanyteachingtoolorcurriculum,andtheStudent
LearningSystemframeworkisnoexception.Thecasecaneasilybemadethatstudentsofanyage
willbenefitfromatleastsomeself-directedlearningintheircurriculum.(Assumingthatother
importantresourcesliketeachersandmentorsarenotreplacedandthestudentisntleft
completelyalonetolearn.)TheStudentLearningSystemisonemeanstoincreasingself-directed
learningforstudents,andcertainlynottheonlyone.Thisframeworkwascreatedwithhighschool
andcollege-agestudentsinmindwhoarecognitivelyataplacetograsptheconnectionsand
implicationsoftheframework,andholdintelligent,reflectiveconversationsabouttheirdecisions
(whicharealsoskillsthatgrowthroughuseoftheSLS).Astudentwhohasgrownupbeingallowed
self-directionwillprobablybemorepreparedwiththeskillstorespondtothechallengesusingthe
SLSframeworkdivergentandconvergentthinking,discipline,andselfawarenesswhichmeans
thatstudentsbeingintroducedtotheconceptofself-directionandincreasedfreedomwillneeda
periodoftimetoadjust.Iadvocate,therefore,thatothermethodsofincreasingself-directionat
youngagesbeusedaswell.
Therelationshipsastudenthasareincrediblyimportanttothatstudentslearning,whichis
whyrelationshipsarementionedintheSocialgroupsandlearninggroupsquadrants.Theirbeliefs,
encouragement,judgment,andfacilitationskillswillallaffectthatstudent.Teachersespeciallyhave
animportantroleinfacilitatingdeepquestioningandconversationaroundthequadrantsandthe
studentslearningjourney.Intheageofstudent-directedlearning,teachersaremoreimportant
thaneverinkeepingstudentsontrack,askingthemquestionsthatdrivethemtothenextlevel,and
givingthemagooddoseofhardtruthwhenitsneeded(becauseitstillwillbe).ThisisanartthatI
believewillcontinuebeingimprovedandshouldneverbetakenforgranted.
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Chapter4
OutlineofFutureResearchPlans
TheStudentLearningSystemisonlysteponeoftheresearchandtoolkitIhopetocomplete.
Mygoalinthisthesiswastoformtheconceptionsofthisframework,andbegintoexploreits
functionsandcomplexities.FuturestepswillinvolveturningtheStudentLearningSystemintoan
educationalgameboardthatallowsstudentstotakeownershipoftheireducationsandtrackstheir
progressalongtheway.Inordertofullyexpressthisframework,afullyearofresearch,data
collection,andsynthesiswillberequired.Iwilladdresstheunexploredlayersofthisframeworkby
firstintroducinganother,moreestablishedframework,thenoverlayingmyownframeworkontoit,
andfinallyproposingwaystocollectthenecessarydataforcompletionofthisresearch.
4.1TheFiveLevelFramework
TheNaturalStep,aleaderinsystemsthinkingeffortsaroundtheworld,hasproposeda
frameworkforunderstandingthedifferentlevelsofacomplexsystemandplanningwithinthat
systemcreatepositiveresults(TheNaturalStep[TNS],(1993).AccordingtoTheNaturalSteps
website,thisFiveLevelFrameworkhasthefollowingcomponents,andtheStudentLearning
Journeyframeworkhasbeenexploredintheselevels:
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Level NaturalStepDefinition(TNS1993)and
explanationofgraphic/nextcolumn
StudentLearningJourneyEquivalent
orneeds
System
Level
Identificationofthescopeofthesystem
weredealingwith.
Here,itreferstotheStudentLearning
Systemdiagramtodescribeeverythingin
thissystemsscope.
Success
Level
Successinagameiswinning,usually
measuredbytheteamthatscoredthe
mostpoints.Anendgoalmustbesetin
ordertoplanappropriatelytowardsit.
Here,successforthestudentneedstobe
fullydefinedinsuchawaythatthistool
visualizesthatsuccess,aswellaswhere
thestudentcurrentlyis.
Strategic
Level
Thesearesomestrategicguidelinesfor
organizationstofollowinimplementing
thef